Summary: The quizzes that the students took last period will be handed back and reviewed. Students will be given an opportunity to ask clarifying questions. Students will use pipe cleaners to model the phases of meiosis to make sure they understand that genetically different hapliod offspring result from the process. I will walk around to each group of students to make sure they are correctly modeling the process. This activity should take about half of the period. The second half will be spent going over sex-linked traits.
Objectives: Students will successfully draw, label, and explain the phases of meiosis. Students will compare and contrast mitosis and meiosis. Students will explain the purpose and results of meiosis. Students will draw how meiosis is different for males and females.
Materials:
Foldables directions
5 sheets of paper per student
Markers or colored pencils
Instruction: Opening:
"Did anyone learn anything about meiosis after reading their textbook last night?"
I will give an introduction about meiosis and make sure students know where meiosis takes place, what the purpose is, and what the results are. I will write answers on the board and have students copy them in their notes. Middle:
The first half of class will be spent making a Venn diagram to compare and contrast meiosis and mitosis. We will construct it together as a class on the board and they will copy it into their notes.
The foldables that students will be making are a way for students to learn the phases of meiosis. I will hand out a sheet of paper with the directions on it. Students are to stack 5 pieces of paper so that each sheet sticks out at the front to form layers. When they fold the papers in half, it creates a ten page flipbook. Students will draw, label, and explain each phase of meiosis on the corresponding flap of their foldable. The foldables will be collected and graded for correctness and creativity.
Closing:
With 5 minutes left of class, I will get students' attention and tell them they need to finish their foldable for homework if they have not already. I will have the phases of meiosis drawn on large pieces of paper. I will rearrange the phases on the desk in the front of the room so they are in the wrong order. Students will line up in the middle of the room and won't be allowed to leave class until each student tells me the correct order and name of the phases.
Homework: Finish foldable. Research a genetic disorder. They may use their book or research one online. Describe whether it is a dominant or recessive disorder and how a person inherits it from their parents.
Assessments: 1. Formative assessment- The foldables will show that each student knows the phases of meiosis. 2. Formative assessment- The Venn diagram will show that each student understands that mitosis is used to replicate skin or muscle cells, while meiosis takes place in the sex cells in order to obtain genetic variation.
Summary: The quizzes that the students took last period will be handed back and reviewed. Students will be given an opportunity to ask clarifying questions. Students will use pipe cleaners to model the phases of meiosis to make sure they understand that genetically different hapliod offspring result from the process. I will walk around to each group of students to make sure they are correctly modeling the process. This activity should take about half of the period. The second half will be spent going over sex-linked traits.
Objectives:
Students will successfully draw, label, and explain the phases of meiosis.
Students will compare and contrast mitosis and meiosis.
Students will explain the purpose and results of meiosis.
Students will draw how meiosis is different for males and females.
Materials:
Foldables directions
5 sheets of paper per student
Markers or colored pencils
Instruction:
Opening:
"Did anyone learn anything about meiosis after reading their textbook last night?"
I will give an introduction about meiosis and make sure students know where meiosis takes place, what the purpose is, and what the results are. I will write answers on the board and have students copy them in their notes.
Middle:
The first half of class will be spent making a Venn diagram to compare and contrast meiosis and mitosis. We will construct it together as a class on the board and they will copy it into their notes.
The foldables that students will be making are a way for students to learn the phases of meiosis. I will hand out a sheet of paper with the directions on it. Students are to stack 5 pieces of paper so that each sheet sticks out at the front to form layers. When they fold the papers in half, it creates a ten page flipbook. Students will draw, label, and explain each phase of meiosis on the corresponding flap of their foldable. The foldables will be collected and graded for correctness and creativity.
Closing:
With 5 minutes left of class, I will get students' attention and tell them they need to finish their foldable for homework if they have not already. I will have the phases of meiosis drawn on large pieces of paper. I will rearrange the phases on the desk in the front of the room so they are in the wrong order. Students will line up in the middle of the room and won't be allowed to leave class until each student tells me the correct order and name of the phases.
Homework: Finish foldable. Research a genetic disorder. They may use their book or research one online. Describe whether it is a dominant or recessive disorder and how a person inherits it from their parents.
Assessments:
1. Formative assessment- The foldables will show that each student knows the phases of meiosis.
2. Formative assessment- The Venn diagram will show that each student understands that mitosis is used to replicate skin or muscle cells, while meiosis takes place in the sex cells in order to obtain genetic variation.